RIGID TRANSFORMATIONS
6.1.1 – 6.1.4
Studying transformations of geometric shapes builds a foundation for a key idea in geometry:
congruence. In this introduction to transformations, the students explore three rigid motions:
translations, reflections, and rotations. A translation slides a figure horizontally, vertically or
both. A reflection flips a figure across a fixed line (for example, the x-axis). A rotation turns
an object about a point (for example, (0, 0) ). This exploration is done with simple tools that
can be found at home (tracing paper) as well as with computer software. Students change the
position and/or orientation of a shape by applying one or more of these motions to the original
figure to create its image in a new position without changing its size or shape. Transformations
also lead directly to studying symmetry in shapes. These ideas will help with describing and
classifying geometric shapes later in the course.
For additional information, see the Math Notes box in Lesson 6.1.3 of the Core Connections,
Course 3 text.
Example 1
Decide which transformation was used on each pair of shapes below. Some may be a
combination of transformations.
a.
b.
c.
d.
e.
f.
Parent Guide with Extra Practice
53
Identifying a single transformation is usually easy for students. In part (a), the parallelogram is
reflected (flipped) across an invisible vertical line. (Imagine a mirror running vertically between
the two figures. One figure would be the reflection of the other.) Reflecting a shape once
changes its orientation, that is, how its parts “sit” on the flat surface. For example, in part (a), the
two sides of the figure at left slant upwards to the right, whereas in its reflection at right, they
slant upwards to the left. Likewise, the angles in the figure at left “switch positions” in the figure
at right.
In part (b), the shape is translated (or slid) to the right and down. The orientation is the same.
Part (c) shows a combination of transformations. First the triangle is reflected (flipped) across an
invisible horizontal line. Then it is translated (slid) to the right. The pentagon in part (d) has
been rotated (turned) clockwise to create the second figure. Imagine tracing the first figure on
tracing paper, then holding the tracing paper with a pin at one point below the first pentagon,
then turning the paper to the right (that is, clockwise) 90°. The second pentagon would be the
result. Some students might see this as a reflection across a diagonal line. The pentagon itself
could be, but with the added dot, the entire shape cannot be a reflection. If it had been reflected,
the dot would have to be on the corner below the one shown in the rotated figure. The triangles
in part (e) are rotations of each other (90° clockwise again). Part (f) shows another combination.
The triangle is rotated (the horizontal side becomes vertical) but also reflected since the longest
side of the triangle points in the opposite direction from the first figure.
Example 2
y
Translate (slide) !ABC right six units and up three units. Give the
coordinates of the new triangle.
The original vertices are A(–5, –2), B(–3, 1), and C(0, –5). The new
vertices are A' (1, 1), B ' (3, 4), and C ' (6, –2). Notice that the change to
each original point (x, y) can be represented by ( x + 6,!y + 3 ).
B'
B
A'
x
C'
A
C
Example 3
Reflect (flip) !ABC with coordinates A(5, 2), B(2, 4), and C(4, 6) across
the y-axis to get !A' B'C ' . The key is that the reflection is the same
distance from the y-axis as the original figure. The new points are
A ' (–5, 2), B ' (–2, 4), and C ' (–4, 6). Notice that in reflecting across the
y-axis, the change to each original point (x, y) can be represented by
(–x, y).
C'
y
B'
C
B
A'
A
P x
Q
If you reflect !ABC across the x-axis to get !PQR , then the new points
are P(5, –2), Q(2, –4), and R(4, –6). In this case, reflecting across the
x-axis, the change to each original point (x, y) can be represented by (x, –y).
54
R
Core Connections, Course 3
Example 4
y
B'
C
Rotate (turn) !ABC with coordinates A(2, 0), B(6, 0), and C(3, 4) 90 °
C'
A'
counterclockwise about the origin (0, 0) to get !A' B'C ' with coordinates B''
A ' (0, 2), B ' (0, 6), and C ' (–4, 3). Notice that for this 90 °
A
Bx
A''
counterclockwise rotation about the origin, the change to each original
point (x, y) can be represented by (–y, x).
C''
Rotating another 90 ° (180 ° from the starting location) yields !A"B"C "
with coordinates A " (–2, 0), B " (–6, 0), and C " (–3, –4).
For this 180 ° counterclockwise rotation about the origin, the change to each original point (x, y)
can be represented by (–x, –y). Similarly a 270 ° counterclockwise or 90 ° clockwise rotation about
the origin takes each original point (x, y) to the point (y, –x).
Problems
For each pair of triangles, describe the transformation that moves triangle A to the location of
triangle B.
1.
2.
A
A
B
B
3.
4.
A
B
B
A
For the following problems, refer to the figures below:
Figure A
Figure B
y
y
B
C
A
x
A
Figure C
y
C
B
A
B
x
x
C
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55
State the new coordinates after each transformation.
5.
Slide figure A left 2 units and down 3 units.
6.
Slide figure B right 3 units and down 5 units.
7.
Slide figure C left 1 unit and up 2 units.
8.
Flip figure A across the x-axis.
9.
Flip figure B across the x-axis.
10.
Flip figure C across the x-axis.
11.
Flip figure A across the y-axis.
12.
Flip figure B across the y-axis.
13.
Flip figure C across the y-axis.
14.
Rotate figure A 90 ° counterclockwise about the origin.
15.
Rotate figure B 90 ° counterclockwise about the origin.
16.
Rotate figure C 90 ° counterclockwise about the origin.
17.
Rotate figure A 180 ° counterclockwise about the origin.
18.
Rotate figure C 180 ° counterclockwise about the origin.
19.
Rotate figure B 270 ° counterclockwise about the origin.
20.
Rotate figure C 90 ° clockwise about the origin.
Answers (1 – 4 may vary; 5–20 given in the order A ' , B ' , C ' )
1.
translation
2.
rotation and translation
3.
reflection
4.
rotation and translation
5.
(–1, –3) (1, 2) (3, –1)
6.
(–2, –3) (2, –3) (3, 0)
7.
(–5, 4) (3, 4) (–3, –1)
8.
(1, 0) (3, – 4) (5, –2)
9.
(–5, –2) (–1, –2) (0, –5)
10.
(– 4, –2) (4, –2) (–2, 3)
11.
(–1, 0) (–3, 4) (–5, 2)
12.
(5, 2) (1, 2) (0, 5)
13.
(4, 2) (– 4, 2) (2, –3)
14.
(0, 1) (– 4, 3) (–2, 5)
15.
(–2, –5) (–5, 0) (–2, –1)
16.
(–2, –4) (–2, 4) (3, –2)
17.
(–1, 0) (–3, – 4) (–5, –2)
18.
(4, –2) (– 4, –2) (2, 3)
19.
(2, 5) (2, 1) (5, 0)
20.
(2, 4) (2, – 4) (–3, 2)
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Core Connections, Course 3
SIMILAR FIGURES
6.2.1 – 6.2.4
Two figures that have the same shape but not necessarily the same size are similar. In similar
figures the measures of the corresponding angles are equal and the ratios of the corresponding
sides are proportional. This ratio is called the scale factor. For information about corresponding
sides and angles of similar figures see the Math Notes box in Lesson 6.2.2 of the Core
Connections, Course 3 text. For information about scale factor and similarity, see the Math
Notes box in Lesson 6.2.6 of the Core Connections, Course 3 text.
Example 1
Determine if the figures are similar. If so, what is the scale factor?
11 cm
9 cm
39
13
=
33
11
=
27
9
= 13 !or 3
13 cm
33 cm
The ratios of corresponding sides
are equal so the figures are similar.
The scale factor that compares the small
figure to the large one is 3 or 3 to 1. The
scale factor that compares the large figure to
the small figure is 13 or 1 to 3.
27 cm
39 cm
Example 2
Determine if the figures are similar. If so, state the scale factor.
8 ft
9 ft
6 ft
12 ft
6 ft
4 ft
6
4
= 12
= 96 !and all equal
8
8
6
=
4
3
3
2
.
so the shapes are not similar.
6 ft
8 ft
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57
Example 3
Determine the scale factor for the pair of similar figures. Use the scale factor to find the side
length labeled with a variable.
8 cm
scale factor =
x
5 cm
original ! 53 ! new
3 cm
original
3
5
8 ! 53 = x ; ! x =
new
24
5
= 4.8 cm
Problems
Determine if the figures are similar. If so, state the scale factor of the first to the second.
1.
2. Parallelograms
6
12
8
16
10
3. Kites
4
2.5
5
20
4
5
8
10
3
4
6
7.5
8
Determine the scale factor for each pair of similar figures. Use the scale factor to find the side
labeled with the variable.
4.
5.
5
2
3
x
5
y
8
a
6
5
15
7.
4
6
58
10
6
x
6.
8
t
z
y
6
4
b
c
10
12
15
Core Connections, Course 3
Answers
1.
similar; 2
2.
similar;
3.
not similar
8
5
= 1.6
;!x = 7.5
4.
5
2
5.
3 ;!y
2
=9
6.
4 ;!x
3
=
7.
5
2
20
3
= 6 23 ,!y = 163 = 5 13 ,!t = 8,!z =
;!a = 16
= 3.2,!b =
5
Parent Guide with Extra Practice
24
5
25
3
= 8 13
= 4.8,!c = 6
59
SCALING TO SOLVE PERCENT AND OTHER PROBLEMS
6.2.4 – 6.2.6
Students used scale factors (multipliers) to enlarge and reduce figures as well as increase and
decrease quantities. All of the original quantities or lengths were multiplied by the scale factor
to get the new quantities or lengths. To reverse this process and scale from the new situation
back to the original, we divide by the scale factor. Division by a scale factor is the same as
multiplying by a reciprocal. This same concept is useful in solving equations with fractional
coefficients. To remove a fractional coefficient you may divide each term in the equation by the
coefficient or multiply each term by the reciprocal of the coefficient. Recall that a reciprocal is
the multiplicative inverse of a number, that is, the product of the two numbers is 1. For example,
the reciprocal of 23 is 23 , 12 is 21 , and 5 is 15 .
Scaling may also be used with percentage problems where a quantity is increased or decreased
by a certain percent. Scaling by a factor of 1 does not change the quantity. Increasing by a
certain percent may be found by multiplying by (1 + the percent) and decreasing by a certain
percent may be found by multiplying by (1 – the percent).
Example 1
The large triangle at right was reduced by a scale factor
of 25 to create a similar triangle. If the side labeled x now
has a length of 80' in the new figure, what was the original length?
To undo the reduction, multiply 80' by the reciprocal of
namely 52 , or divide 80' by 25 .
2
5
! 25
x
,
80'
!!
!
80 '÷ 25 !is the same as 80 '! 52 , so x = 200'.
Example 2
Solve: 23 x = 12
Method 1: Use division and a Giant One
2 x = 12
3
2x
3 = 12
2
2
3
3
12
2 36 2 36
x=
= 12 ÷ =
÷ =
= 18
2
3
3
3
2
3
60
Method 2: Use reciprocals
2 x = 12
3
3
2
( 23 x ) = 23 (12 )
x = 18
Core Connections, Course 3
Example 3
Samantha wants to leave a 15% tip on her lunch bill of $12.50. What scale factor should be used
and how much money should she leave?
Since tipping increases the total, the scale factor is (1 + 15%) = 1.15.
She should leave (1.15)(12.50) = $14.38 or about $14.50.
Example 4
Carlos sees that all DVDs are on sales at 40% off. If the regular price of a DVD is $24.95, what
is the scale factor and how much is the sale price?
If items are reduced 40%, the scale factor is (1 – 40%) = 0.60.
The sale price is (0.60)(24.95) = $14.97.
Problems
5
2
1.
A rectangle was enlarged by a scale factor of
original width?
2.
A side of a triangle was reduced by a scale factor of
what was the original side?
3.
2
The scale factor used to create the design for a backyard is 2 inches for every 75 feet ( 75
).
If on the design, the fire pit is 6 inches away from the house, how far from the house, in
feet, should the fire pit be dug?
4.
After a very successful year, Cheap-Rentals raised salaries by a scale factor of
now makes $14.30 per hour, what did she earn before?
5.
Solve:
3
4
x = 60
6.
Solve:
7.
Solve:
3
5
y = 40
8.
Solve: !
9.
What is the total cost of a $39.50 family dinner after you add a 20% tip?
10.
If the current cost to attend Magicland Park is now $29.50 per person, what will be the cost
after a 8% increase?
11.
Winter coats are on clearance at 60% off. If the regular price is $79, what is the sale price?
12.
The company president has offered to reduce his salary 10% to cut expenses. If she now
earns $175,000, what will be her new salary?
Parent Guide with Extra Practice
and the new width is 40 cm. What was the
2
5
2
3
. If the new side is now 18 inches,
11
.
10
If Luan
x = 42
8
3
m=6
61
Answers
1.
16 cm
2.
27 inches
3.
18 43 feet
4.
$13.00
5.
80
6.
105
7.
66 23
8.
!2
9.
$47.40
10.
$31.86
11.
$31.60
12.
$157,500
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1
4
Core Connections, Course 3